Crossing Borders, Breaking Boundaries: Collaboration Among Higher Education Institutions

Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership.     

Correlates of dementia-related anxiety: self-perceived dementia risk and ageism

ABSTRACT

As public awareness of and exposure to Alzheimer’s disease and related dementias (ADRD) have increased worldwide, the fear of developing ADRD, or dementia-related anxiety (DRA), is expected to increase as well. It was hypothesized that at least part of what makes dementia so anxiety-provoking is the association of ADRD with older adults, an often stigmatized group. To test this hypothesis, two online studies examined how ageist beliefs contribute to DRA; the roles of ADRD-related factors, such as self-perceived risk and personal exposure, were also examined. Study 1 included university students (n = 295, age range: 18 to 58 years, M_age  = 21.16, SD_age  = 4.85) to determine what factors may contribute to young adults’ DRA. Study 2 included adults of all ages (n = 352, age range: 18 to 81 years, M_age  = 37.85, SD_age  = 12.88) to determine whether Study 1 results were replicable among adults of all ages. Hierarchical multiple regressions were used. Results from both studies demonstrated that being female and having higher self-perceived dementia risk and benevolent ageism uniquely explicated higher levels of DRA. Within Study 2, significant relationships for both benevolent and hostile ageism were observed, suggesting that diverse negative attitudes toward older adults are associated with DRA. It is possible that strong ageist attitudes stigmatize older adults as those who are forgetful and this may contribute to DRA, as age is a major risk factor for developing dementia. Study limitations and directions for future research are discussed.     

Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community

ABSTRACT

The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.     

The decline of the nation-state and the education of national minorities

Many forces are shifting the role of the nation-state and altering our fundamental understanding of how it should function. The author argues that the transplanted European model of the nation-state has become dysfunctional, creating national minorities, serving as an ideological cloak for various forms of oppression and opposing forms of education that would promote diversity of languages and cultures. The decline of territorial sovereignty under the forces of globalization, the move to supranational forms of organization and the emergence of sub-national areas of economic and social development (often city-regions) provide a new range of opportunities for development of minority schooling.

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Zusammenfassung Viele Kräfte verändern die Rolle des Nationenstaates und ändern damit auch unser grundsätzliches Verständnis zu dessen Funktion. Der Autor argumentiert, daß das übertragene europäische Modell des Nationenstaates außer Funktion gesetzt und damit nationale Minderheiten geschaffen wurden. Somit besteht ein ideologischer Deckmantel für verschiedene Arten von Unterdrückung und Widerstand gegen Erziehungsarten, die eine Vielfalt der Sprachen und Kulturen fördern würden. Der Verfall territorialer Unabhängigkeit unter den Kräften der Globalisierung, die Bewegung hin zu einer supranationalen Form der Organisation und die Schaffung regionaler Gebiete wirtschaftlicher und sozialer Entwicklung (oft Stadtbezirke) bieten neue Entwicklungsmöglichkeiten hinsichtlich der Schulbildung für Minderheiten.

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Resumen Son muchas las fuerzas que están cambiando el papel que desempeña el estado-nación y que alteran nuestro concepto básico de cómo este debería funcionar. El autor argumenta que el modelo europeo trasplantado del estado-nación se ha vuelto disfunctional, creando minorías nacionales y sirviendo de manto ideológico para encubrir diferentes formas de opresión y de oposición a una educación que intenta promover la diversidad de lenguas y culturas. El ocaso de la soberanía territorial bajo las fuerzas de globalización, el cambio hacia formas de organización supranacionales y el surgimiento de sectores subnacionales de desarrollo económico y social (frecuentemente en regiones urbanas) proveen un nuevo tipo de oportunidades para el desarrollo de una educación escolar de minorías.

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Résumé De nombreuses pressions modifient le rôle de l'Etat-nation et transforment notre conception fondamentale de son fonctionnement. L'auteur expose que le modèle européen d'Etat-nation qui a éé transposé dans d'autres régions est maintenant atteint de dysfonctionnement, car il crée des minorités nationales, sert de prétexte idéologique à différentes formes d'oppression et fait obstacle à des modèles d'éducation qui encourageraient la diversité des langues et des cultures. Le déclin de la souveraineté territoriale sous la pression de la mondialisation, l'évolution vers des formes d'organisation supranationales et l'apparition de concentrations régionales du développement éconnomique et social (souvent en tant que régions urbanisées) constituent de nouveaux stimulants pour l'élaboration d'une scolarité adaptée aux minorités.

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Visual and language processing deficits in compensated and uncompensated college students with dyslexia

In seven experiments, we investigated whether compensated and uncompensated adults with dyslexia show different patterns of deficits in magnocellular visual processing and in language processing tasks. In four visual tasks, we failed to find evidence of magnocellular deficits in either group. However, both groups of adults with dyslexia showed deficits in component language skills, and the degree of reading impairment predicted the nature and extent of these deficits. Uncompensated readers showed deficits in orthographic and especially phonological coding and awareness and were slower on rapid naming. Compensated readers showed word and nonword performance below controls but better than the uncompensated readers. The compensated group was not significantly less accurate than controls on phonological awareness, nor significantly worse overall on rapid naming.     

Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.     

Identifying and re-imagining the paradox of workplace bullying advice

The present study contributes to the growing body of research on workplace bullying by examining the advice targets receive along with their interpretations of its usefulness. Based on an analysis of interviews with 48 individuals from a variety of occupations, we identified a paradox of workplace bullying advice where targets described themselves as offering the same advice to other targets they had received, even though they believed following the advice either would have made no difference or made their own situations worse. We address the paradox by considering the possibility that urging individual targets to ‘remain calm’ and ‘stay rational’ overestimates the difference a single individual can make, downplays the significance of strong emotional responses to bullying, and constrains the ability to think and act with greater freedom.     

Concurrent Validity of Actigraph-Determined Sedentary Time Against the Activpal Under Free-Living Conditions in a Sample of Bus Drivers

This study explored the validity of ActiGraph-determined sedentary time (<50 cpm, <100 cpm, <150 cpm, <200 cpm, <250 cpm) compared with the activPAL in a free-living sample of bus drivers. Twenty-eight participants were recruited between November 2013 and February 2014. Participants wore an activPAL3 and ActiGraph GT3X+ concurrently for 7 days and completed a daily diary. Time spent sedentary during waking hours on workdays, non-workdays, during working-hours, and non-working hours were compared between instruments. During working hours, all ActiGraph cut-points significantly underestimated sedentary time (p < 0.05), whereas during non-working hours the <50 cpm cut-point demonstrated the closest agreement (ActiGraph sedentary time: 250 ± 75 minutes versus activPAL sedentary time: 236 ± 65 minutes). Receiver operating characteristic analyses revealed that on workdays and non-workdays the ActiGraph cut-points exhibited relatively low sensitivity (all <0.62) and specificity (all <0.49) values. The use of the ActiGraph to measure sedentary time in this understudied, highly sedentary and at risk occupational group is not recommended.